Planejamento curricular da educação física no projeto de correção do fluxo escolar

Abstract

RESUMO

Os conteúdos básicos comuns da educação física escolar mineira: uma análise dos seus contextos de influência

“…This is a qualitative study that aims to describe and analyze a social phenomenon: the curriculum policy for school PE in Minas Gerais, originally issued in 2005 during Aécio Neves's administration. Since this is an analysis of the contexts of a public policy, which has impacted the education in Minas Gerais, this type of methodology is justified by the possibility of revealing ideologies, beliefs, and values from different points of view, guiding the description and interpretation of these phenomena (Latorre et al, 1997 apud Raimundo, Votre andTerra, 2012).…”

“…We have analyzed the context of the process of elaborating the CBC/MG for PE through the policy cycle method by Stephen Ball (apud Mainardes, 2006), because we have considered the assumption that no curriculum reform can be analyzed without the interpretation of its elaboration context (Mainardes, 2006;Lopes, 2002;Pacheco, 2003). It is a methodological procedure regarded as an analytical model for educational programs and policies that takes into account their initial formulations as well as their evaluations.…”

“…Ball (apud Mainardes, 2006) presents his theory based on different but interconnected contexts. It comprises five contexts: influence, text production, practice context, results/effects, and political strategy (Raimundo, Votre and Terra, 2012). We focused on the contexts of political influence and text production, which are involved in the elaboration of the object of research.…”

“…We focused on the contexts of political influence and text production, which are involved in the elaboration of the object of research. We have examined these two steps through the lens of relevant contemporary curriculum theorizations, as seen in Giroux (1997), Pacheco (2003), Apple (2006), Moreira and Silva (2008), among others. We have chosen to analyze the category "devaluing and deskilling teacher work," as shown by Giroux (1997, p. 158).…”

“…Investigamos aspectos políticos, ideológicos y epistemológicos utilizando el método de ciclo de políticas de Ball (apud Mainardes, 2006) y un guión de entrevista no estructurado, aplicado a los elaboradores del tema de la propuesta curricular. Articulamos los datos a las teorías curriculares relevantes, como las formuladas en Giroux (1997), Apple (2006), Moreira (2010) y Pacheco (2003). Como resultado, enfatizamos que las influencias neoliberales en el documento, así como la falsa autonomía otorgada a los maestros en el proceso de elaboración, resultaron su devaluación como intelectuales transformadores.…”